Language educators face AI revolution head-on at Eaquals 2025
Almost 300 professionals from 25 countries around the world gathered in Malta to discuss the pressing issues shaping language education today.
One of the main challenges – and opportunities – facing members is AI, a topic that was clearly front of mind for many attendees. AI dominated sessions, with speakers reinforcing that it is no longer a futuristic concept but an active force shaping classrooms today.
The European Association for Quality Language Services (Eaquals) executive director, Lou McLaughlin, described AI as a “real focus” for the organisation at present, working with members to develop policies around its use and ensuring that support is tailored to the diverse contexts of Eaquals-accredited institutions.
The importance of AI literacy among educators was stressed, with discussions focusing on how teachers can harness AI effectively rather than fearing its impact on traditional teaching methods.
From automating administrative tasks to gamifying language acquisition, AI’s role in language education is expanding rapidly. Delegates explored ways to use AI-driven tools to enhance engagement, assess learning, and offer more personalised instruction.
Despite the shift AI brings, McLaughlin remains optimistic. Her sector has shown itself time and time again to be “agile and resilient.” The language education industry, she said, views AI as “something to embrace, take on board to better what we’re already doing.”
Thom Kiddle, director of the Norwich Institute for Language Education and chair of the board of trustees for Eaquals, commented: “For those of us who’ve been around in the sector for a long time, we’ve seen these disruptive technologies come through before, the rise of computer-mediated learning, the rise of online learning and the rise of mobile-mediated learning.
“So in one sense, teachers adapting to the opportunities, the affordances of artificial intelligence is another step in that journey to to constantly evolving as a teacher. Nobody’s got the answers. But we know what the right questions to ask,” Kiddle told The PIE News.
The affordances of artificial intelligence is another step in that journey to to constantly evolving as a teacher
Thom Kiddle, Eaquals
“And if we’re asking those questions among a peer community, that gives us the confidence to kind of tackle what is perhaps an existential challenge for many teachers with colleagues, with shared experiences and the creation of knowledge that is crucial for what could be a massive disrupter over the next five years.”
Eaquals’ gatherings foster a strong sense of togetherness and community, and this year was no exception. At the same time, an influx of new faces brought a “freshness and enthusiasm” to the sessions and discussions, McLaughlin told The PIE.
On the decision to continue welcoming non-members, McLaughlin said it serves “as a mirror to reflect” on what Eaquals is doing. “I think it’s very important not to always look inward, but to try to also look outward as well and get the bigger picture all the time.”
Eaquals’ 170-strong membership is “constantly growing,” with the higher education sector emerging as a key driver of expansion over the past seven years.
Amid rising geopolitical tensions and increasingly polarised discourse, the need for intercultural understanding and language education has never been more urgent. For McLaughlin, educators are at the forefront of this effort.
“It’s about communication, and the communication of listening to understand the other person,” she said. “As teachers and as educators, we’re constantly doing that in the classroom. And if only we could take that out into the world.
“I think we get that across to our students – you have to listen to understand the other person. Our students are going out into the world and communicating with others. So learning how to do that with the language is a privileged position to have actually.”
Elsewhere, the conference explored strategies for adapting the Common European Framework of Reference for Languages (CEFR), addressing gender identities in the classroom, and embedding diversity and equity into teaching practices.
A standout session came from educator Meri Maroutian, who tackled systemic bias in English language teaching, prompting attendees to confront uncomfortable truths about the inequities faced by non-native and marginalised teachers. She argued that despite progress in educational practices, many institutions continue to prioritise native-speaker status over qualifications and teaching ability.
Maroutian pointed out that the ELT industry profits from non-native speakers twice – first as learners investing in certifications, and then as teachers, who often earn less despite holding higher qualifications. She urged colleagues to challenge hiring biases that force non-native teachers to become overqualified simply to compete for the same opportunities.
Elsewhere, a powerful message on DEI in learning experiences was delivered by educator Zarina Subhan, who warned against the risk of reducing DEI efforts to a “tick-box exercise” and urging educators to engage in meaningful integration of inclusive practices. “There is a danger of us sliding into that,” she cautioned, emphasising the need for authentic engagement rather than performative action.
The next Eaquals Conference will take place in Berlin from 12–14 March 2026.
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